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dc.contributor.authorWeeks, Benjamin K
dc.contributor.authorLaakso, Liisa
dc.date.accessioned2019-03-14T02:09:33Z
dc.date.available2019-03-14T02:09:33Z
dc.date.issued2016
dc.identifier.issn1449-9789
dc.identifier.urihttp://hdl.handle.net/10072/100301
dc.description.abstractWhile not a new teaching and learning approach, debating may be considered novel when included in a suite of more traditional teaching and learning activities. Despite the potential benefits of debates for the development of generic skills, their use in physiotherapy education remains unreported. Thus, our aim was to evaluate student satisfaction of a debate assessment item in a physiotherapy capstone course. We recruited students enrolled in a final year physiotherapy course undertaking a group debate assessment. Students were invited to complete two surveys of their expectations regarding the debate assessment, and their satisfaction after completing the debate. Students were further invited to participate in a focus group. All students participated in the debate (n = 20). Six students (30%) completed the first survey, 16 students (80%) completed the second survey, and seven students (35%) participated in the post-debate focus group. We found that before the assessment item students were apprehensive about the debate, however they felt it would be a beneficial learning experience. After the debate, students claimed they enjoyed the novel assessment and were supportive of its continued inclusion in the capstone course, however, students were ambivalent on the inclusion of debates in earlier courses in the program.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherUniversity of Wollongong
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto12
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of University Teaching & Learning Practice
dc.relation.ispartofvolume13
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.titleUsing Debates as Assessment in a Physiotherapy Capstone Course: A Case Example
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPublished
gro.facultyGriffith Health, School of Allied Health Sciences
gro.rights.copyright© 2016 University of Wollongong. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorWeeks, Benjamin K.
gro.griffith.authorLaakso, Liisa


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